Bilingual parents can help the teacher in developing culture-related reading activities and with students' emotional adjustments. They can help the librarian in reading and language arts related activities. At home, they can give children the confidence and reassurance needed to learn successfully in a different language environment. (NQ)

Describes a program of oral interpretation of poetry for children as a springboard into the language arts program. Describes the poetic nature of children, acknowledges rhythm as an important component of spoken language and poetry, and suggests possibilities for bringing children and poetry together through rhythmical experiences. (JMF)

Responds to a report by the Commission of the Humanities that concluded the humanities need rethinking as much as support, explores the ways that teaching methods have jeopardized humanistic education. (HTH)

Argues that language arts teachers need to guide pupils in developing good handwriting so that they may communicate content to others. Offers six principles of teaching and learning good handwriting. (FL)

Describes draw-on filmmaking as an exciting way to introduce children to the plastic, fluid nature of the film medium, to develop their appreciation and understanding of divergent cinematic techniques and themes, and to invite them into the dream world of filmmaking without the need for a camera. (AEA)

Presents a selection of language arts ideas related to the presidential election campaign. Activities cover critical listening, role playing, vocabulary development, reading, oral speaking, and writing. (SJL)

Reports research on providing communication skills through art activities in the primary grades. (RL)

Reflections on the annual conference of the Canadian Council of Teachers of English (CCTE) and the development of language study in Canadian education are given. (HTH)

Discusses the influence television has on children's language development and lists television resources that illustrate children's literature, vocabulary and reading skills, mathematics, and study skills. (HTH)

Explores the child's use of language and suggests way to promote language development in the classroom. (MKM)

Urges language arts teachers to assign literature and classroom activities that provide practical knowledge about the world of work, the realities of social change, and the resources that will aid students to grow intellectually and emotionally. (DD)

The article examines a language arts course for gifted six- and seven-year-old children. After exploring some characteristics of giftedness, the author discusses the course, which incorporates reading, literary awareness, and creative writing. (PHR)

Reviews research studies, available through the ERIC system, on the interaction of cognitive, social, and language development, drawing implications for language arts instruction. (DD)

Writing behaviors such as pacing, crumpling paper, and cutting and pasting are signs of growth requiring nurturance. (DD)

Describes how two fifth-grade classes and one third-grade class used peer groups to respond to students' writing. (DD)